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A very long time ago there was a Frenchman named Pierre Poivre.

He was born in Lyon in the year 1719. When he was twenty-one years old, he went to wor as a !riest in china. He was also "ond o" !lants. He travelled a lot across #hina and gathered a lot o" in"ormation on c$ltivation methods. Five years later, on his way bac to France, the %ritish attac ed his shi! &Le 'a$!hin(-. Pierre Poivre "o$ght with great co$rage. )n"ort$nately he was hit by a cannon ball and lost his right arm. A"ter the battle he was made !risoner and was sent to %atavia *today '+a arta,. '$ring his ca!tivity, he discovered that the '$tch main activity was the trade o" rare s!ices s$ch as -$tmeg and cloves. .hese s!ices were very e/!ensive. .hey were $sed in 0$ro!e to !reserve "ood and to add "lavo$r to "ood. .he c$ltivation o" these s!ices was done on the 1ol$cca islands, which were heavily g$arded by the '$tch. 2n 1734 Pierre Poivre was released. He came to 2sle de France. He "o$nd that the climate was s$itable "or the c$ltivation o" s!ices. Fo$r months later he le"t "or France with the dream o" ma ing 2sle de France a s!ice island. From France he made an e/!edition to #hina in order to get some s!ice !lants. He managed to steal "ive n$tmeg !lants and a "ew clove !lants, which he hid in do$bl$re de sa veste. .hese were then !lanted at 51on Plaisir 6arden7 *889 %otanical 6arden, by slaves. However, the !lants he bro$ght were not eno$gh "or large c$ltivation. He did not lose ho!e. .he "ollowing year he made a second e/!edition "rom 2sle de France to 1ol$cca islands. .his time he s$cceeded to bring three tho$sand !lants o" n$tmeg and other s!ices. 'es!ite all his e""ort, the c$ltivation o" s!ices was not "r$it"$l. He was disa!!ointed and he le"t the island. 8everal years later he came to 2sle de France. .his time he came as administrator. He was +$st married and his bea$ti"$l wi"e, Francoise accom!anied him. .hey stayed at 5#hatea$ 1on Plaisir7. Pierre Poivre created a garden aro$nd his !lace. He introd$ced abo$t si/ h$ndred rare and e/otic !lants s$ch as mango, avocado, letchi and others. .oday the garden is nown as 889 %otanical 6arden and is among one o" the most bea$ti"$l garden in the world. '$ring his stay as administrator, Pierre Poivre contin$ed the wor o" the !revio$s administrator, 1ahe de Labo$rdonnais. He wor ed hard to develo! Port-Lo$is. %$ildings and roads were constr$cted. He b$ilt three windmills to grind the wheat and new wareho$ses to store "lo$r, rice and wheat. He also im!roved the harbo$r "acility. 2n177: he ret$rned to his co$ntry.

Use of visuals and involvement of pupils in story telling


.he story was ta$ght "ollowing the lesson !lan. *see a!!endi/, ;is$als $sed to tell the story Pict$re o" Pierre Poivre Pict$re showing the attac by the %ritish 8!ices s$ch as n$tmegs and cloves*bro$ght by !$!ils, Pict$res o" s!ices #hatea$ 1on Plaisir and its 6arden 889 %otanical 6arden <ld !ict$re o" Port-Lo$is .ime line *see a!!endi/ "or the vis$als, ;is$als are $sed 1. %e"ore reading :. While reading =. A"ter reading %e"ore reading %rainstorming on s!ices Visuals used: s!ices and !ict$res o" s!ices .his will allow the !$!ils even those with low ability to interact and !artici!ate in the lesson. 8ince the !$!ils are mani!$lating s!ices they bro$ght they will be more interested. >$estioning and 2ntrod$ction o" Pierre Poivre Visuals used: !ict$re o" Pierre Poivre .hro$gh ?$estioning the !$!ils are made to re"lect on the !erson who introd$ced s!ices to o$r island. .he !ict$re o" Pierre Poivre is then introd$ced. .his will give the child a gist o" the content o" the story and at the same time aro$se his c$riosity to read the story. While reading 2ll$stration o" main ideas by !ict$re. A story witho$t !ict$re may be boring es!ecially "or low achievers. Learning ta es !lace when learners can associate ideas with !ict$res. .he !$!ils can be as ed to identi"y "eat$res and to tal on the !ict$res. Pict$res ma e the story more a!!ealing and stim$late !$!ils7 imagination. 2t will hel! the !$!ils to remember the story. 9emember the #hinese saying@ 2 hear. 2 "orget. 2 see. 2 remember

A"ter reading 8$mmary o" the story Visuals used :time line .he main ideas can be !$t on a time line to hel! the !$!ils better $nderstand the story. 'rawing .he !$!ils can then be as ed to draw !ict$res to ill$strate the main ideas "o$nd on the time line. *see a!!endi/ "or sam!les o" drawing o" !$!ils, .he drawing o" !$!ils can be $sed to ma e a big book based on the story. .his will be a!!ro!riate "or low achievers who have lang$age di""ic$lties. Follow-$! activities Role play on !art o" the story e.g. e/!edition to "etch s!ices, the battle where Pierre Poivre lost his right arm

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